Intermediate Spanish students have nearly finished their first mini-novela of the year called "Tumba." This book featured events surrounding El día de los muertos (Day of the Dead). Each chapter will took us into new linguistic and cultural territory with regards to this important Mexican celebration. This week we read the following chapters:
* Capítulo siete: "Mapa" (Map)
* Capítulo ocho: "Explorar" (Explore)
* Capítulo nueve: "Nadar" (Swim)
Students learn different structures in Spanish with each story. Students are asked guiding questions both written and orally. If you are unfamiliar with how Total Comprehensible Input (TCI) stories help kids learn Spanish faster, I have provided a link below for more information:
https://latinbestpracticescir.files.wordpress.com/2014/01/teaching-comprehensible-input-faqs.pdf
Novice II Spanish students have begun a MovieTalk unit this week. The following MovieTalk discussions this week included:
* El día de los muertos (Day of the Dead) https://www.youtube.com/watch?v=jCQnUuq-TEE
* Toopy y Binoo: Tesoro (Treasure) https://www.youtube.com/watch?v=LyIBJO6eZiIStudents learn different structures in Spanish with each video. Students are asked guiding questions both written and orally. If you are unfamiliar with how MovieTalk helps kids learn Spanish faster, I have provided a link below for more information:http://martinabex.com/teacher-training/movietalk/
Novice I students have been doing a mini-unit focusing of simple Spanish grammar. The following topics were practiced this week.
* Capitals* Infinitives/Action words
Intermediate Spanish students have begun their first mini-novela of the year called "Tumba." This book features events surrounding El día de los muertos (Day of the Dead). Each chapter will take us into new linguistic and cultural territory with regards to this important Mexican celebration. This week we read the following chapters:
* Capítulo cinco: "Cementerio" (Cemetery)
* Capítulo seis: "Comunicación" (Communication)
* Capítulo seis: "Mapa" (Map)
Students learn different structures in Spanish with each story. Students are asked guiding questions both written and orally. If you are unfamiliar with how Total Comprehensible Input (TCI) stories help kids learn Spanish faster, I have provided a link below for more information:
https://latinbestpracticescir.files.wordpress.com/2014/01/teaching-comprehensible-input-faqs.pdf
Novice II Spanish students have completed their most recent unit where they were assigned skits that they performed in groups. Each of the skits were written/performed entirely in Spanish and were familar childhood tales. The following skits were presented:
* "La caperucita roja" (Little Red Riding Hood)
* "Jack y el tallo de frijol" (Jack and the Beanstalk)
* "Los tres cerditos" (The Three Little Pigs)
* "La niña y los tres osos" (Golilocks and the Three Bears)
Novice I students have begun a mini-unit on Spanish Agreement in which students learn about the concept of gender and placement in Spanish grammar. Students were responsible for the following assignments.
* "Descripciones" (Descriptions in which they must draw a written description of a monster, character, person, etc)
* "Re-writing agreement" (Students has to rewrite sentences switching gender and/or the plural/singular)
Intermediate Spanish students have begun their first mini-novela of the year called "Tumba." This book features events surrounding El día de los muertos (Day of the Dead). Each chapter will take us into new linguistic and cultural territory with regards to this important Mexican celebration. This week we read the following chapters:
* Capítulo tres: "Altar" (Altar)
* Capítulo cuatro: "Diagramas" (Diagrams)
Students learn different structures in Spanish with each story. Students are asked guiding questions both written and orally. If you are unfamiliar with how Total Comprehensible Input (TCI) stories help kids learn Spanish faster, I have provided a link below for more information:
https://latinbestpracticescir.files.wordpress.com/2014/01/teaching-comprehensible-input-faqs.pdf
Novice II Spanish students have continued with their story unit . Students learn different structures in Spanish with each tale. Students are asked guiding questions both written and orally and are asked to act in different scenarios each chapter. Students have completed the following stories with the structures indicated:
* Mi prima Natacha (My Cousin Natacha)
* Tatiana quiere un novio nuevo (Tatiana Wants a New Boyfriend)
Students learn different structures in Spanish with each story. Students are asked guiding questions both written and orally. If you are unfamiliar with how Total Comprehensible Input (TCI) stories help kids learn Spanish faster, I have provided a link below for more information:
https://latinbestpracticescir.files.wordpress.com/2014/01/teaching-comprehensible-input-faqs.pdf
Novice I students have begun a mini-unit on Spanish Agreement in which students learn about the concept of gender and placement in Spanish grammar. Students were responsible for the following assignments.
* "El" versus "La" (Gender and Articles)
* Nouns, articles, and Spanish Agreement
